Participant Notebook Deep-dive and Strengthening Workshop Modeling Matter
Grade 5
1© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
Welcome to the workshopThis Participant Notebook will serve as a resource during today’s workshop.
Modeling Matter Grade 5
2 Amplify Science © 2018 The Regents of the University of California
Introductions
Framing the day
• Reflecting on our teaching
• Scenario challenge
Experiencing the unit
• Framing with a coherence lens
• Modeling Matter instructional sequence and embedded reflection
The story of the unit
• Key concepts and explanations
• Progression of ideas
• Progress Build and End-of-Unit Assessment
Targeted small group work time:
• Deepening content understanding and addressing preconceptions
• Exploring the Modeling Matter Simulation
• Formative assessment and differentiation
• Preparing to teach
Closing
• Questions
• Survey
Unit-specific workshop agenda
Demo account for your workshop:
URL: learning.amplify.com (Log in with Amplify)
Temporary account: [email protected]
Password: AmplifyNumber1
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Grade 5 Modeling Matter Participant Notebook© 2018 The Regents of the University of California
Table of Contents
Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Reflecting on Amplify Science implementation . . . . . . . . . . . . . . 6
Self-assessment: How comfortable are you teaching
Amplify Science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Modeling Matter Unit Map . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Modeling Matter Coherence Flowchart . . . . . . . . . . . . . . . . . . . 10
Investigation Notebook pages . . . . . . . . . . . . . . . . . . . . . . . . 13
Connecting key concepts to chapter explanations . . . . . . . . . . . . 27
Reflecting on the progression of ideas . . . . . . . . . . . . . . . . . . . 28
Modeling Matter Progress Build. . . . . . . . . . . . . . . . . . . . . . . . 29
Progress Build and End-of-Unit Assessment . . . . . . . . . . . . . . . . 30
Self-inventory: Choosing an area of focus . . . . . . . . . . . . . . . . . 32
Targeted small group work time . . . . . . . . . . . . . . . . . . . . . . . 33
i. Deepening content understanding and addressing preconceptions . 34
ii. Exploring the Modeling Matter Simulation . . . . . . . . . . . . . . . . 38
iii. Formative assessment and differentiation . . . . . . . . . . . . . . . . 42
iv. Preparing to teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Three dimensions of NYSSLS reference . . . . . . . . . . . . . . . . . . 47
Amplify Science support . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
4 Amplify Science © 2018 The Regents of the University of California
Notes
5© 2018 The Regents of the University of California
Notes
Grade 5 Modeling Matter Participant Notebook
6 Amplify Science © 2018 The Regents of the University of California
1. What was a positive moment from teaching your first unit(s)? What was particularly effective in your classroom?
2. What was a challenge you experienced in your first unit(s)? What was an “aha” moment you had while planning or teaching that helped you overcome that challenge?
3. Amplify Science uses a multimodal approach — students do, talk, read, write, and visualize as they construct explanations of phenomena. Describe a time when the multimodal approach helped a particular student or students in your classroom.
Reflecting on Amplify Science implementation
7© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
Directions:
After each group shares the solution to their scenario, rank your comfort level with the scenario’s category using the statements along the top of the table.
Scenario I am starting to understand
this
I can do this (with a little
help)
I’ve got this! I feel confident
I can teach this to a peer
Scenario 1
Using program resources to deepen content knowledge and find information to answer content questions
Scenario 2
Using formative assessment to inform instruction
Scenario 3
Analyzing student work on the End-of-Unit Assessment
Scenario 4
Understanding the 3-D nature of standards in the unit
Scenario 5
Understanding how ideas build across a chapter and unit
Scenario 6
Preparing to teach a lesson
Self-assessment: How comfortable are you teaching Amplify Science?
8 Amplify Science © 2018 The Regents of the University of California
Unit Map
What happens when two substances are mixed together?
In the role of food scientists working for Good Food Production, Inc., students are introduced to the ideas that all matteris made of particles too small to see and that each different substance is made of particles (molecules) that are unique.Students are then challenged to solve two problems: One problem requires them to separate a mixture, and the otherproblem requires them to make unmixable substances mix. Students are challenged to use the particulate model ofmatter to explain their work to the president of the company. In so doing, students figure out that the properties ofmaterials are related to the properties of the nanoparticles that make up those materials.
Chapter 1: Why did the food coloring separate into different dyes?
Students figure out: The different dyes that are mixed together have different properties (colors), so they are made ofdifferent molecules. The molecules in the mixture that are carried up the paper by the water are attracted to the waterand mix with it. As the water travels up the paper, different kinds of molecules travel different distances because theirmolecules are different sizes or have a different attraction to the paper.
How they figure it out: Students conduct a chromatography test on the dye mixture and observe as it separates. Theclass explores and critiques a variety of physical models before creating their own models of what might be happeningat the nanoscale. Students share, critique, and revise their diagram models and write scientific explanations.
Chapter 2: Why do some salad dressings have sediments, and others do not?
Students figure out: Salad dressings with sediments contain solids that are not soluble; salad dressings withoutsediments contain soluble solids. The molecules of water and the molecules of different solids are different from oneanother. When a solid dissolves in water (it is soluble), it means that the molecules of the solid are attracted to watermolecules. When a solid does not dissolve in water, it means that the molecules of the solid are not attracted to watermolecules.
How they figure it out: Students get hands-on experience with solids that dissolve and solids that do not dissolve. Theythen explore the phenomenon of a solid dissolving at the nanoscale in the Modeling Matter Simulation. Students createtheir own diagram models and write scientific explanations of dissolving.
Chapter 3: Why can salad-dressing ingredients separate again after being mixed?
Students figure out: When liquids do not mix together, they form layers. The A molecules and the B molecules are notattracted to one another, so they do not mix together. In addition to the level of attraction between A molecules and Bmolecules, A molecules have a level of attraction to other A molecules, and B molecules have a level of attraction toother B molecules. Liquid ingredients in a salad dressing separate after being mixed if the attraction between moleculesof one liquid is greater than the attraction between molecules of different liquids. However, if an emulsifier is added, theliquids can mix because the molecules of the emulsifier are strongly attracted to both A molecules and B molecules.
Unit MapModeling Matter
Planning for the Unit
4
9© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
How they figure it out: Students observe real liquids that don’t mix, and then they use the Simulation to figure outwhat the phenomenon might look like at the nanoscale. Students create their own models of mixing and non-mixingliquids and write scientific explanations about the phenomenon. In order to try to get liquids to mix, students thenexperiment with food additives that act as emulsifiers, and some that do not. The Simulation enables them to exploreand observe how emulsifiers work at the nanoscale and create their own models that explain how emulsifiers work.
Modeling MatterPlanning for the Unit
Unit Map
5
10 Amplify Science © 2018 The Regents of the University of California
Modeling Matter Coherence Flowchart
How
are
diff
eren
t su
bsta
nces
di
ffer
ent?
(1.2
)
Obs
erve
and
re
cord
pro
pert
ies
of fo
od m
ixtu
res
(1.2
)
How
are
diff
eren
t kin
ds o
f m
olec
ules
diff
eren
t? H
ow a
re
mol
ecul
es s
imila
r? (1
.3-1
.4)
•All
mol
ecul
es o
f one
sub
stan
cear
e ex
actly
the
sam
e, a
nd th
ey a
redi
ffer
ent f
rom
mol
ecul
es o
f any
othe
r su
bsta
nce.
(1.4
)
•Obs
erve
dig
ital S
cale
Too
l to
view
nano
scal
e ob
ject
s (1
.3)
•Rea
d M
ade
of M
atte
r (1
.3)
•Use
chr
omat
ogra
phy
to s
epar
ate
food
col
orin
g m
ixtu
re (1
.4)
•Obs
erve
the
Past
a M
odel
and
disc
uss
in r
elat
ion
toch
rom
atog
raph
y (1
.4)
•Wri
te a
bout
how
mol
ecul
es c
anbe
sim
ilar
and
diff
eren
t (1.
4)
•Rev
ise
nano
visi
on m
odel
s (1
.9)
•Wri
te e
xpla
natio
ns to
ans
wer
the
Chap
ter
1 Q
uest
ion
(1.1
0)
The
diff
eren
t dye
s th
at a
re m
ixed
toge
ther
hav
e di
ffer
ent p
rope
rtie
s (c
olor
s), s
o th
ey a
re m
ade
of d
iffer
ent
mol
ecul
es. T
he m
olec
ules
in th
e m
ixtu
re th
at a
re c
arri
ed u
p th
e pa
per
by th
e w
ater
are
att
ract
ed to
the
wat
er a
nd
mix
with
it. A
s th
e w
ater
trav
els
up th
e pa
per,
diff
eren
t kin
ds o
f mol
ecul
es tr
avel
diff
eren
t dis
tanc
es b
ecau
se th
eir
mol
ecul
es a
re d
iffer
ent s
izes
or
have
a d
iffer
ent a
ttra
ctio
n to
the
pape
r.
Mod
elin
g M
atte
r: T
he C
hem
istr
y of
Foo
d
Chap
ter
1 Q
uest
ion
Inve
stig
atio
n Q
uest
ions
Key
conc
epts
Evid
ence
sou
rces
an
d re
flect
ion
oppo
rtun
itie
s
Expl
anat
ion
that
st
uden
ts c
an m
ake
to a
nsw
er th
e Ch
apte
r 1
Que
stio
n
Appl
icat
ion
of k
ey
conc
epts
to p
robl
em
Prob
lem
stu
dent
s w
ork
to s
olve
Why
did
the
food
col
orin
g se
para
te in
to d
iffer
ent d
yes?
(int
rodu
ced
in 1
.5)
How
can
we
help
Goo
d Fo
od P
rodu
ctio
n, In
c. s
olve
pro
blem
s w
ith th
eir
prod
ucts
—fig
urin
g ou
t if t
heir
food
co
lori
ng in
clud
es a
har
mfu
l dye
and
cre
atin
g an
app
ealin
g sa
lad
dres
sing
?
How
do
diff
eren
ces
in m
olec
ules
cau
se
subs
tanc
es to
sep
arat
e? (1
.5-1
.7)
•Diff
eren
t mol
ecul
es h
ave
diff
eren
t pro
pert
ies.
(1.5
)•T
he p
rope
rtie
s of
a s
ubst
ance
are
det
erm
ined
by th
e pr
oper
ties
of it
s m
olec
ules
. (1.
8)
•Use
and
dis
cuss
the
Fan
Mod
el o
fch
rom
atog
raph
y (1
.5)
•Mak
e an
d ev
alua
te n
anov
isio
n m
odel
s of
chro
mat
ogra
phy
first
by
draw
ing,
then
with
digi
tal t
ool (
1.6)
•Rea
d Br
eak
it D
own
(1.7
)•R
evis
it Br
eak
it D
own
to a
naly
ze h
ow s
cien
tists
focu
s on
pro
pert
ies
of m
olec
ules
to s
epar
ate
mix
ture
s (1
.8)
•Eva
luat
e ex
ampl
e na
novi
sion
mod
els
ofch
rom
atog
raph
y (1
.8)
11© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
Modeling Matter Coherence Flowchart cont.
Wha
t hap
pens
whe
n yo
u m
ix a
so
lid in
to a
liqu
id?
(2.1
)
•Som
e so
lids
diss
olve
in w
ater
,an
d ot
hers
do
not.
(2.1
)
•Inv
estig
ate
flavo
r in
gred
ient
s fo
rsa
lad
dres
sing
to te
st fo
rse
dim
ents
and
flav
or (2
.1)
•Dis
cuss
why
som
e so
lids
leav
ese
dim
ents
and
oth
ers
don’
t (2.
1)
Wha
t hap
pens
to th
e m
olec
ules
of a
sol
id a
nd th
e m
olec
ules
of a
liqu
id
whe
n yo
u m
ix th
em to
geth
er?
(2.2
-2.5
)
•Whe
n th
e m
olec
ules
of a
sol
id a
re a
ttra
cted
to th
e m
olec
ules
of a
liqu
id,
they
spr
ead
apar
t and
mix
toge
ther
eve
nly.
(2.4
)•W
hen
the
mol
ecul
es o
f a s
olid
are
n’t a
ttra
cted
to th
e m
olec
ules
of a
liqui
d, th
ey s
tay
clus
tere
d to
geth
er a
s a
solid
. (2.
4)
•Use
the
Solu
bilit
y M
ode
of th
e Si
m to
cre
ate
a na
novi
sion
mod
el o
f aso
lid d
isso
lvin
g in
a li
quid
and
a s
olid
NO
T di
ssol
ving
in a
liqu
id (
2.2)
•Rea
d an
d di
scus
s So
lvin
g D
isso
lvin
g (2
.3)
•Dis
cuss
nan
osca
le m
odel
s of
dis
solv
ing
from
the
Sim
and
from
Sol
ving
Dis
solv
ing
(2.4
)•M
ake
digi
tal n
anov
isio
n m
odel
s of
a s
olub
le s
ubst
ance
and
an
inso
lubl
esu
bsta
nce
(2.4
)
•Wri
te e
xpla
natio
ns a
bout
whi
ch fl
avor
ingr
edie
nts
won
’t le
ave
sedi
men
ts in
the
sala
d dr
essi
ng (2
.4)
•Rea
d ab
out s
ugar
and
citr
ic a
cid
in F
ood
Scie
ntis
t’s H
andb
ook
(2.5
)•U
se th
e Si
m to
inve
stig
ate
conn
ectio
n be
twee
n m
olec
ular
att
ract
ion
and
how
wel
l tw
o su
bsta
nces
mix
(2.5
)•E
valu
ate
expl
anat
ions
of d
isso
lvin
g (2
.5)
Sala
d dr
essi
ngs
with
sed
imen
ts c
onta
in s
olid
s th
at a
re n
ot s
olub
le; s
alad
dre
ssin
gs w
ithou
t sed
imen
ts c
onta
in
solu
ble
solid
s. T
he m
olec
ules
of w
ater
and
the
mol
ecul
es o
f diff
eren
t sol
ids
are
diff
eren
t fro
m o
ne a
noth
er. W
hen
a so
lid d
isso
lves
in w
ater
(it i
s so
lubl
e), i
t mea
ns th
at th
e m
olec
ules
of t
he s
olid
are
att
ract
ed to
wat
er m
olec
ules
. W
hen
a so
lid d
oes
not d
isso
lve
in w
ater
, it m
eans
that
the
mol
ecul
es o
f the
sol
id a
re n
ot a
ttra
cted
to w
ater
m
olec
ules
.
Chap
ter
2 Q
uest
ion
Inve
stig
atio
n Q
uest
ions
Key
conc
epts
Evid
ence
sou
rces
an
d re
flect
ion
oppo
rtun
itie
s
Expl
anat
ion
that
st
uden
ts c
an m
ake
to a
nsw
er th
e Ch
apte
r 2
Que
stio
n
Appl
icat
ion
of k
ey
conc
epts
to p
robl
em
Prob
lem
stu
dent
s w
ork
to s
olve
Why
do
som
e sa
lad
dres
sing
s ha
ve s
edim
ents
, and
oth
ers
do n
ot?
Mod
elin
g M
atte
r: T
he C
hem
istr
y of
Foo
d
How
can
we
help
Goo
d Fo
od P
rodu
ctio
n, In
c. s
olve
pro
blem
s w
ith th
eir
prod
ucts
—fig
urin
g ou
t if t
heir
food
co
lori
ng in
clud
es a
har
mfu
l dye
and
cre
atin
g an
app
ealin
g sa
lad
dres
sing
?
12 Amplify Science © 2018 The Regents of the University of California
Modeling Matter Coherence Flowchart cont.
•Som
e liq
uid
mix
ture
sst
ay m
ixed
, and
oth
ers
sepa
rate
into
laye
rs o
ver
time.
(3.1
)•S
ome
liqui
ds h
old
toge
ther
mor
e th
anot
hers
. (3.
1)
•Obs
erve
dem
onst
ratio
nof
two
liqui
ds th
at s
tay
mix
ed a
nd tw
o th
atse
para
te in
to la
yers
(3.1
)•I
nves
tigat
e at
trac
tion
betw
een
mol
ecul
es o
f the
sam
e ki
nd b
y se
eing
how
man
y dr
ops
of th
e liq
uid
fit o
n a
penn
y an
d w
hat
shap
e th
ey m
ake
(3.1
)
Wha
t hap
pens
to th
e m
olec
ules
of t
wo
liqui
ds w
hen
you
mix
them
toge
ther
? (3
.1-3
.4)
•The
mor
e a
liqui
d’s
mol
ecul
es a
reat
trac
ted
to o
ne a
noth
er, t
he m
ore
the
liqui
d w
ill h
old
toge
ther
. (3.
3)•W
hen
the
mol
ecul
es o
f tw
o di
ffer
ent
liqui
ds a
re a
ttra
cted
to o
ne a
noth
er, t
hey
clus
ter
toge
ther
and
bec
ome
even
lydi
stri
bute
d in
the
mix
ture
. (3.
3)
•Use
the
All A
boar
d M
odel
of a
ttra
ctio
nbe
twee
n m
olec
ules
of a
sub
stan
ce (3
.1)
•Rea
d Sc
ienc
e Yo
u Ca
n’t S
ee (3
.2)
•Dis
cuss
and
wri
te a
bout
wha
t hap
pens
to th
e m
olec
ules
of t
wo
liqui
ds w
hen
you
mix
them
(3.3
)•U
se th
e Si
m to
inve
stig
ate
how
attr
actio
n be
twee
n m
olec
ules
(of t
hesa
me
kind
and
of d
iffer
ent k
inds
) aff
ects
mix
ing
(3.3
)•R
evis
it th
e Al
l Abo
ard
Mod
el, a
ddin
g a
seco
nd s
ubst
ance
(3.3
)
•Rev
iew
evi
denc
e fo
r ho
w e
mul
sifie
rs h
elp
a sa
lad
dres
sing
sta
y m
ixed
(3.7
)•W
rite
exp
lana
tions
abo
ut w
hy o
il an
d vi
nega
r se
para
te in
to la
yers
whe
n th
ey a
re s
tirre
d to
geth
er, b
ut c
ompl
etel
y m
ix w
hen
leci
thin
is s
tirre
d in
(3.7
)
Wha
t hap
pens
whe
n yo
u m
ix a
liqu
id in
to a
liqu
id?
(3.1
)
Whe
n liq
uids
do
not m
ix to
geth
er, t
hey
form
laye
rs. T
he A
mol
ecul
es a
nd th
e B
mol
ecul
es a
re n
ot a
ttra
cted
to o
ne a
noth
er,
so th
ey d
o no
t mix
toge
ther
. In
addi
tion
to th
e le
vel o
f att
ract
ion
betw
een
A m
olec
ules
and
B m
olec
ules
, A m
olec
ules
hav
e a
leve
l of a
ttra
ctio
n to
oth
er A
mol
ecul
es, a
nd B
mol
ecul
es h
ave
a le
vel o
f att
ract
ion
to o
ther
B m
olec
ules
. Liq
uid
ingr
edie
nts
in a
sal
ad d
ress
ing
sepa
rate
aft
er b
eing
mix
ed if
the
attr
actio
n be
twee
n m
olec
ules
of o
ne li
quid
is g
reat
er th
an th
e at
trac
tion
betw
een
mol
ecul
es o
f diff
eren
t liq
uids
. How
ever
, if a
n em
ulsi
fier
is a
dded
, the
liqu
ids
can
mix
bec
ause
the
mol
ecul
es o
f the
em
ulsi
fier
are
stro
ngly
att
ract
ed to
bot
h A
mol
ecul
es a
nd B
mol
ecul
es.
Chap
ter
3 Q
uest
ion
Inve
stig
atio
n Q
uest
ions
Key
conc
epts
Evid
ence
so
urce
s an
d re
flect
ion
oppo
rtun
itie
s
Expl
anat
ion
that
stu
dent
s ca
n m
ake
to
answ
er th
e Ch
apte
r 3
Que
stio
n
Appl
icat
ion
of
key
conc
epts
to
pro
blem
Prob
lem
st
uden
ts w
ork
to s
olve
Why
can
sal
ad-d
ress
ing
ingr
edie
nts
sepa
rate
aga
in a
fter
bei
ng m
ixed
?
Why
doe
s ad
ding
an
emul
sifie
r al
low
tw
o liq
uids
that
don
’t ty
pica
lly m
ix to
st
ay m
ixed
? (3
.5-3
.6)
•Mol
ecul
es o
f an
emul
sifie
r at
trac
t the
mol
ecul
es o
f tw
o liq
uids
that
do
not
typi
cally
mix
, allo
win
g th
e m
olec
ules
of
the
emul
sifie
r an
d of
the
liqui
ds to
mix
.(3
.6)
•Inv
estig
ate
poss
ible
em
ulsi
fiers
tocr
eate
sta
ble
sala
d dr
essi
ng (3
.4)
•Dis
cuss
how
em
ulsi
fiers
hel
p liq
uids
mix
at t
he n
anos
cale
(3.5
)•D
raw
nan
ovis
ion
mod
els
ofem
ulsi
ficat
ion
(3.5
)•U
se th
e Si
m to
mod
el li
quid
s th
at o
nly
stay
mix
ed w
ith th
e ad
ditio
n of
an
emul
sifie
r (3
.5)
•Mak
e an
d ev
alua
te d
igita
l nan
ovis
ion
mod
els
of e
mul
sific
atio
n (3
.6)
•Eva
luat
e tw
o ex
ampl
e na
novi
sion
mod
els
of h
ow e
mul
sifie
rs w
ork
(3.6
)
Mod
elin
g M
atte
r: T
he C
hem
istr
y of
Foo
dH
ow c
an w
e he
lp G
ood
Food
Pro
duct
ion,
Inc.
sol
ve p
robl
ems
with
thei
r pr
oduc
ts—
figur
ing
out i
f the
ir fo
od
colo
ring
incl
udes
a h
arm
ful d
ye a
nd c
reat
ing
an a
ppea
ling
sala
d dr
essi
ng?
13© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
Investigation Notebook
Modeling Matter:The Chemistry of Food
14 Amplify Science © 2018 The Regents of the University of California
9
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.4
Using Chromatography to Separate a Mixture
1. Draw a pencil line. On the paper strip, draw a pencil line along the top edge of the food coloring.
2. Attach the paper strip so it hangs in the water, but the food coloring is still above the water. Tape the top of the paper strip to a pencil. The bottom of the paper strip should just touch the water in the cup, and the food coloring should remain above the water.
3. Start the chromatography test by hanging the paper strip in the water. Place the pencil across the top of the cup.
chromatography paper
pencil line
food coloring
water
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
15© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
14
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.6
Nanovision Model of Chromatography
1. Draw what you think happened with the water molecules and the molecules in the food-coloring dyes during chromatography.
2. Include a key that will help another scientist understand your model.
3. Label the parts of your model.
4. Use arrows if needed.
pencil line
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
16 Amplify Science © 2018 The Regents of the University of California
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Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.7 (optional)
Getting Ready to Read: Break It Down: How Scientists Separate Mixtures
1. Before reading the book Break It Down, read the sentences below.
2. If you agree with the sentence, write an “A” on the line before the sentence.
3. If you disagree with the sentence, write a “D” on the line before the sentence.
4. After you read the book, see if your ideas have changed. Be ready to explain your thinking.
________ Most things are mixtures.
________ Chromatography is the only way to separate a mixture of different kinds of molecules.
________ One way that scientists separate some mixtures is to spin the mixtures very fast.
________ Air is a mixture.
________ Scientists use the properties of molecules to separate mixtures.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
17© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
18
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.7
Making Inferences in Break It Down: How Scientists Separate Mixtures
Record in the table below as you read Break It Down. Use the images, captions, and text in the book to help you make inferences
Section
in book
Make an inference to answer a question
What helped you make the inference?
• what you already know• which image, caption, or
text? (Include page.)
Break It Down to Solve Problems: pages 10–11
In ocean water, are water molecules attracted to the atoms that make up salt?
Yes No
Break It Down to Save Lives: pages 12–15
Are there different kinds of molecules in blood?
Yes No
Break It Down to Uncover the Past: pages 16–21
Are the different molecules in goat meat, lentils, honey, wine, and olive oil all the same size?
Yes No
Mixtures and Properties: pages 22–23
What properties of molecules might you be able to use to separate pollution from other substances?
Answer:
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Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.7 (optional)
Reading Reflection: Break It Down: How Scientists Separate Mixtures
If you were a scientist trying to separate pollution molecules from the air, how might you do it? (This question appears on page 23 of Break It Down.)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Make a drawing to explain your ideas. Label your drawing.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
19© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
22
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.8
Color-Changing Model
1. Read the explanation for this model below and review the diagram of the model on the next page.
2. Turn to pages 28–29, Evaluating Chromatography Models, and discuss each question with your partner.
• On page 28, circle Yes or No for each question to indicate if it does or does not explain what you observed in chromatography and what you know about molecules.
What happened to the dye and water molecules during chromatography?
The water molecules were attracted to the paper molecules, so the water molecules climbed up the paper.
As they passed through the food-coloring mixture, the water molecules bumped into the dye molecules, and the water molecules changed to the same colors as the dye molecules. The colored water molecules kept traveling up the paper.
The blue water molecules are the lightest, so they went the farthest. The red water molecules are the heaviest, so they did not go as far.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
20 Amplify Science © 2018 The Regents of the University of California
23
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.8
Color-Changing Model (continued)
pencil line
blue dye molecule red dye molecule
water molecule
Key
yellow dye molecule
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
21© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
24
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.8
Growing Model
1. Read the explanation for this model below and review the diagram of the model on the next page.
2. Turn to pages 28–29, Evaluating Chromatography Models, and discuss each question with your partner.
• On page 29, circle Yes or No for each question to indicate if it does or does not explain what you observed in chromatography and what you know about molecules.
What happened to the dye and water molecules during chromatography?
The water molecules were attracted to the paper molecules, so the water molecules climbed up the paper.
As the water molecules passed through the food coloring, they attached to the dye molecules and made the dye molecules grow, so the dye traveled up the paper.
The molecules of blue dye grew the most, so they went the highest. The molecules of red dye grew less, so they did not go as high.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
22 Amplify Science © 2018 The Regents of the University of California
25
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.8
Growing Model (continued)
blue dye molecule red dye molecule
water molecule
Key
yellow dye molecule
pencil line
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
23© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
26
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.8
Attraction Model
1. Read the explanation for this model below and review the diagram of the model on the next page.
2. Turn to pages 28–29, Evaluating Chromatography Models, and discuss each question with your partner.
• On page 29, circle Yes or No for each question to indicate if it does or does not explain what you observed in chromatography and what you know about molecules.
What happened to the dye and water molecules during chromatography?
The water molecules were attracted to the paper molecules, so the water molecules climbed up the paper.
The dye molecules were also attracted to the water molecules. Since they were attracted to the water molecules, the dye molecules got carried up the paper. At some point, the dye molecules were more attracted to the paper molecules than to the water molecules, so they stopped moving up.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
24 Amplify Science © 2018 The Regents of the University of California
27
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.8
Attraction Model (continued)
blue dye molecule red dye molecule
water molecule
Key
yellow dye molecule
pencil line
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
25© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
28
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.8
Evaluating Chromatography Models
1. Evaluate the three models on pages 22–27.2. In the table for each model, circle Yes or No to indicate if the model
explains or does not explain what you observed in chromatography and what you know about molecules.
Everything we know about molecules:
Statement A: All molecules of one substance are exactly the same, and they are different from molecules of any other substance.
Statement B: The properties of the molecules of a substance do not change.
Color-Changing Model
1. Does the model explain how the water traveled up the paper?
Yes No
2. Does the model explain how the colors moved up the paper? Yes No
3. Does the model explain why some colors went higher? Yes No
4. Does the model fit with everything we know about molecules? If not, with which statement(s) does it conflict? Statement _____
Yes No
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
26 Amplify Science © 2018 The Regents of the University of California
29
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 1.8
Evaluating Chromatography Models (continued)
Growing Model
1. Does the model explain how the water traveled up the paper?
Yes No
2. Does the model explain how the colors moved up the paper? Yes No
3. Does the model explain why some colors went higher? Yes No
4. Does the model fit with everything we know about molecules? If not, with which statement(s) does it conflict? Statement _____
Yes No
Attraction Model
1. Does the model explain how the water traveled up the paper?
Yes No
2. Does the model explain how the colors moved up the paper? Yes No
3. Does the model explain why some colors went higher? Yes No
4. Does the model fit with everything we know about molecules? If not, with which statement(s) does it conflict? Statement _____
Yes No
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
27© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
Ch Key concepts Explanation
1 All molecules of one substance are exactly the same, and they are different from molecules of any other substance. (1.4)
Different molecules have different properties. (1.5)
The properties of a substance are determined by the properties of its molecules. (1.8)
The different dyes that are mixed together have different properties (colors), so they are made of different molecules. The molecules in the mixture that are carried up the paper by the water are attracted to the water and mix with it. As the water travels up the paper, different kinds of molecules travel different distances because their molecules are different sizes or have a different attraction to the paper.
2 Some solids dissolve in water, and others do not. (2.1)
When the molecules of a solid are attracted to the molecules of a liquid, they spread apart and mix together evenly. (2.4)
When the molecules of a solid aren’t attracted to the molecules of a liquid, they stay clustered together as a solid. (2.4)
Salad dressings with sediments contain solids that are not soluble; salad dressings without sediments contain soluble solids. The molecules of water and the molecules of different solids are different from one another. When a solid dissolves in water (it is soluble), it means that the molecules of the solid are attracted to water molecules. When a solid does not dissolve in water, it means that the molecules of the solid are not attracted to water molecules.
3 Some liquid mixtures stay mixed, and others separate into layers over time. (3.1)
Some liquids hold together more than others. (3.1)
The more a liquid’s molecules are attracted to one another, the more the liquid will hold together. (3.3)
When the molecules of two different liquids are attracted to one another, they cluster together and become evenly distributed in the mixture. (3.3)
Molecules of an emulsifier attract the molecules of two liquids that do not typically mix, allowing the molecules of the emulsifier and of the liquids to mix. (3.6)
When liquids do not mix together, they form layers. The A molecules and the B molecules are not attracted to one another, so they do not mix together. In addition to the level of attraction between A molecules and B molecules, A molecules have a level of attraction to other A molecules, and B molecules have a level of attraction to other B molecules. Liquid ingredients in a salad dressing separate after being mixed if the attraction between molecules of one liquid is greater than the attraction between molecules of different liquids. However, if an emulsifier is added, the liquids can mix because the molecules of the emulsifier are strongly attracted to both A molecules and B molecules.
Connecting key concepts to chapter explanations
Modeling Matter
Directions:
1. For each chapter, read the key concepts, then the explanation.
2. With a partner, discuss how the key concepts connect to the explanation.
3. Make annotations about the connections.
28 Amplify Science © 2018 The Regents of the University of California
Reflecting on the progression of ideas
Directions:
Part 1: Reflecting on the progression
1. Using the key concepts and explanations, reflect on how ideas build throughout the unit.
2. With your group, discuss the following questions:
• Which ideas are revisited over multiple chapters?
• What new ideas are added in each chapter?
3. Make notes about the progression of ideas in the space below.
Part 2: Creating a visual
1. With your group, use the provided materials to create a visual to represent your ideas. You can use words or pictures, or a mix of both. The following questions may help you plan your visual:
• How can you represent the new information that is added throughout the progression?
• How can you represent foundational ideas that are revisited throughout the unit?
29© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
A Progress Build describes the way in which students’ explanations of the central phenomena should develop anddeepen over the course of a unit. It is an important tool in understanding the design of the unit and in supportingstudents’ learning. A Progress Build organizes the sequence of instruction, defines the focus of the assessments, andgrounds inferences about students’ understanding of the content, specifically at each of the Critical JunctureAssessments found throughout the unit. A Critical Juncture is the differentiated instruction designed to addressspecific gaps in students’ understanding. This document will serve as an overview of the Modeling Matter: TheChemistry of Food Progress Build. Since the Progress Build is an increasingly complex yet integrated explanation, werepresent it below by including the new ideas for each level in bold.
In the Modeling Matter unit, students will learn to construct scientific explanations that describe how nanoscaleinteractions account for observable phenomena: a food-coloring mixture separating through chromatography and asalad dressing stabilized with an emulsifier.
Prior knowledge (preconceptions): Students are likely to have encountered the idea that matter is made up ofparticles that are too small to see individually. Students will also likely recognize that there exist different materials thathave different characteristics. While neither of these ideas are necessary for students to participate fully in the unit,having exposure to these ideas will prepare students well for what they will be learning.
Progress Build Level 1: Observable properties result from molecular properties.
All matter is made up of particles too small to see—atoms connected together to form molecules. If two puresubstances have different observable properties (in the same conditions), they are made of different molecules.
Progress Build Level 2: Mixing is a result of attraction between molecules of different substances.
All matter is made up of particles too small to see—atoms connected together to form molecules. If two puresubstances have different observable properties (in the same conditions), they are made of different molecules. Themolecules of one substance can be attracted to the molecules of another substance. Different pairings ofmolecules have stronger or weaker attractions to one another. When the molecules of one substance are stronglyattracted to the molecules of a second substance, the molecules mix together, and one substance dissolves into,or mixes with, the other.
Progress Build Level 3: Separation is a result of the attraction between molecules of the same substance.
All matter is made up of particles too small to see—atoms connected together to form molecules. If two puresubstances have different observable properties (in the same conditions), they are made of different molecules. Themolecules of one substance can be attracted to molecules of another substance. Different pairings of molecules havestronger or weaker attractions to one another. When the molecules of one substance are strongly attracted to themolecules of a second substance, the molecules mix together, and one substance dissolves into, or mixes with, theother. The molecules of a substance can be more strongly or less strongly attracted to other molecules of theirown kind. If the molecules of a substance are more strongly attracted to their own kind of molecule than to themolecules of another substance, the two substances will separate. However, when a third substance withmolecules that are strongly attracted to the molecules of both of the separated substances is added, all threesubstances can mix.
Progress Build
Progress BuildModeling Matter
Planning for the Unit
6
30 Amplify Science © 2018 The Regents of the University of California
Directions:
1. Read through the End-of-Unit Assessment.2. Use the table on the next page to describe your ideas about what a student at each level of the Progress Build
would write as their final explanation (seen below) on this assessment.
Progress Build and End-of-Unit Assessment
Modeling Matter
End-of-Unit Writing: Explaining Emulsifiers in Salad Dressing
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 3.7 (Version A)© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
1. Write a scientific explanation that answers the question below.2. Your explanation should include:
• a topic sentence that answers the question.• supporting sentences that tell what happens and why.
3. Your audience is the president of Good Food Production, Inc.
Question: Why do the oil and vinegar separate into layers when they are stirred together, but completely mix when lecithin is stirred in?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
1
31© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
Summary of Progress Build level*
Describe how a student would answer the question
1: Observable properties result from molecular properties.
2: Mixing is a result of attraction between molecules of different substances.
3: Separation is a result of the attraction between molecules of the same substance.
*For a more detailed description of each Progress Build level, refer to the Modeling Matter Progress Build in your Participant
Notebook, or digitally in the Unit Guide.
Progress Build and End-of-Unit Assessment cont.
32 Amplify Science © 2018 The Regents of the University of California
Directions:
Use the statements to help guide your areas of strength and support.
Statements I don’t I try I do
i. Understanding of content
1) I can identify my own gaps in content knowledge before teaching a unit.
2) I can explain what students will learn and how they will learn throughout the unit.
3) I can explain how students will demonstrate understanding of science content along the Progress Build.
ii. Coherence
4) I can identify the variety of modalities students engage in to collect evidence from multiple sources.
5) I support students in my class, through my instruction and classroom setup, to understand how the activities they engage in help them answer questions and solve the unit problem.
6) I can pace activities to move students towards meeting the goal(s) of the lesson.
iii. Formative assessment and differentiation
7) I use Amplify Science assessments to monitor students’ progress along the Progress Build.
8) I utilize differentiation information in the Lesson Brief to plan for lesson modifications.
9) I adjust instruction in response to learners’ needs, styles, and interests.
iv. Preparing to teach a lesson
10) I use the Materials and Preparation tab in the Lesson Brief as I am planning and preparing for my lessons.
11) I know how to access student-facing resources to plan my lessons and how to display them for students during instruction (Investigation Notebook pages; additional copymasters, digital resources).
12) I can identify common student challenges and prepare to address those challenges.
Self-inventory: Choosing an area of focus
33© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
Targeted small group work time
i. Deepening content understanding and
addressing preconceptions
ii. Exploring the Modeling Matter Simulation
iii. Formative assessment and differentiation
iv. Preparing to teach
34 Amplify Science © 2018 The Regents of the University of California
Goal: Deepen understanding of unit content as it relates to student alternative conceptions. Plan to leverage your deep content understanding to address student preconceptions during the unit.
Step 1: Getting ready
Self-reflection: You’ve engaged with your unit’s content deeply during today’s workshop. Use the space below to record any new science concepts you learned today, and to list any questions you still have related to the concepts you’ve worked with today.
Anticipating student need: Thinking about the concepts students will learn in this unit, reflect on what you think will be particularly challenging or confusing for students. Consider what preconceptions or alternate conceptions you think students might have related to this content, and ideas you think are particularly abstract or complex. Use the space below to record your ideas.
Deepening content understanding and addressing preconceptions
35© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
Step 2: Deepening understanding of unit content
Why develop content understanding?
Teachers who have a deep understanding of the content they’re teaching are more effective at addressing student preconceptions and alternate conceptions, and effectively support student learning with accurate explanations and precise language (Brown & Borko, 1992; Cohen, 1988; Roth, Anderson, & Smith, 1986).
Directions:
1. Locate the Science Background document in your unit’s Unit Guide.
2. Read the document. If you’d like, you can assign different sections to different members of the group, and have group members summarize their section to the group.
3. Use the space below to make notes.
Deepening content understanding and addressing preconceptions cont.
36 Amplify Science © 2018 The Regents of the University of California
Deepening content understanding and addressing preconceptions cont.
Step 3: Reflecting on student alternate conceptions
How do I find information about preconceptions and alternate conceptions?*
The Assessment Guide that accompanies the Pre-Unit Assessment lists common student preconceptions related to your unit’s content. This information was gathered through review of academic literature, cognitive labs with students, and field tests of the units. Note in the Amplify Science program, “preconceptions” and “alternate conceptions” are used interchangeably.
*In some units, there is also information about preconceptions in the Science Background document.
Directions:
1. Navigate to your unit’s Pre-Unit Assessment lesson (Lesson 1.1).2. Download the Assessment Guide from Digital Resources. Read this document.3. Focus on the “Common preconceptions, contrasted with accepted science understandings” section at the end
of the document. Reflect on which preconceptions seem most relevant to you and your students.4. List 2-3 of these preconceptions in Table 1 below. Then, go back to the Science Background document. Use the
space in the table to record ideas from the science background that address the preconceptions you chose.
Table 1: Reflecting on student alternate conceptions
Preconception (from Assessment Guide) Information from science background that addresses the preconception
37© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
Deepening content understanding and addressing preconceptions cont.
Step 4: Planning to teach
Now what do I do?
Having a strong content understanding is an important first step to tackling preconceptions and alternate conceptions in your students. Planning for moments in the unit where students might get confused is a helpful next step.
Directions:
1. Select one of the preconceptions you listed on Table 1 to focus more deeply on.2. Use your unit’s Coherence Flowchart to find an activity in the unit where student learning seems to relate to
the preconception. Tip: Investigation Questions and key concepts may help you locate an activity.
3. In the Teacher’s Guide, navigate to this activity’s lesson. Read the lesson.4. Use the space below to make notes about what you’ll listen for during the lesson, and how you might support
students holding that preconception to gather evidence that refines their understanding.5. If you have extra time, find another lesson related to the preconception you chose, and complete the next row
of Table 2.
Table 2: Planning to teach
Preconception:
Lesson What you’ll listen for How you might support students
38 Amplify Science © 2018 The Regents of the University of California
Goal: Become familiar with the Modeling Matter Simulation, and use the Sim to gain insight into student learning throughout the unit.
1. You’ll work on a Sim activity from Lesson 2.2. To prepare, read the excerpt from the Chapter 2 Overview, below:
In Chapter 2, students are introduced to a new problem: creating a new salad dressing with a flavor, texture, and appearance that appeals to consumers. They begin by figuring out how to make a salad dressing without sediments. As they do, they are challenged to use their understanding of the particulate nature of matter and of the properties of molecules to explain why some solids dissolve, and others do not. The class investigates dissolving by working to answer these two questions: “What happens when you mix a solid into a liquid?” and “What happens to the molecules of a solid and a liquid when you mix them together?”
2. Navigate to the Modeling Matter Simulation:
Exploring the Modeling Matter Simulation
Navigate to the Student Apps Page: apps.learning.amplify.com/elementary. Scroll to find Modeling Matter and click on it.
39© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
Exploring the Modeling Matter Simulation cont.
Click the orange box 1 at the top of the page, below Simulations.
40 Amplify Science © 2018 The Regents of the University of California
Exploring the Modeling Matter Simulation cont.
3. With a partner, explore the Sim for about ten minutes by working through Steps 1 and 2 on page 40 of the Modeling Matter Investigation Notebook (the last page of this packet). After exploring, discuss the questions below.
• After selecting molecules, what do you need to click to see the molecules interacting?
• Did you see black outlines forming around clusters of molecules?
a. When? Around which molecules?
b. What do you think these outlines signify?
4. Once you’ve discussed the questions, work on Step 3 of the notebook page with your partner.
5. When everyone in the group is finished, turn to page 11 in your Participant Notebook (Modeling Matter Coherence Flowchart, Chapter 2). Find the Sim activity you just worked on in the Coherence Flowchart. Then, discuss the questions below as a group:
• What Investigation Question are students working to answer with this Sim activity?
• What key concept or key concepts does this activity help students figure out?
• How does this activity help students answer the Investigation Question?
6. If you finish before your colleagues, you can:
• Read the Apps in this Unit teacher reference (in the Unit Guide), or
• Explore Emulsifier* Mode in the Sim. Click the Global Navigation button ( ) at the top left of the screen, and select Emulsifier.
*In Chapter 3, students work to figure out how to create a salad dressing that does not separate into layers. They ultimately propose adding an emulsifier, a substance that allows two liquids that don’t normally mix to mix and stay mixed.
41© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
40
Name: _______________________________________ Date: ________________
Modeling Matter—Lesson 2.2
Exploring the Modeling Matter Simulation
Go to the Simulation and select the Solubility mode.
1. Things to try
• Try out different combinations of two molecules in the dish.
• Try stirring different amounts of molecules and at different speeds.
• Try pausing the Simulation to make observations and then pressing PLAY.
• Try placing just one molecule in the dish.
2. Partner discussion questions
• What do you observe happening to the molecules in the dish?
• How are different molecules different from one another?
• How are different combinations of molecules different from one another?
• Use the slider to replay the run after the time runs out. How is the mixture different at the beginning, in the middle, and at the end?
3. Challenge
What combination of molecules could be a model of a solid dissolving in a liquid?
________________________________________________________________
What combination of molecules could be a model of a solid NOT dissolving in a liquid?
________________________________________________________________
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
42 Amplify Science © 2018 The Regents of the University of California
Goal: Examine embedded formative assessment opportunities in order to plan for differentiated instruction.
Step 1: How do we assess learning?
In Amplify Science, students can demonstrate what they’ve learned through embedded formative assessments (e.g., On-the-Fly Assessments, Critical Juncture Assessments, Student Self-Assessments). These assessments represent the most opportune moments for a glimpse into students’ developing conceptual understanding and their facility with the practices.
First, let’s analyze an embedded assessment opportunity we experienced earlier in the day. During our Modeling Matter deep dive sequence, you created nanovision models of how the food coloring mixture separates into dyes through chromatography by drawing.
• Navigate to Modeling Matter → Chapter 1 → Lesson 1.6 → Activity 2• Select Embedded Formative Assessment• Select On-the-Fly Assessment 5: Modeling Nanoscale Objects• Read the Look for and Now what? sections and then complete the table below.
Modeling MatterLesson 1.6, Activity 2
Which disciplinary core ideas, science and engineering practices, and/or crosscutting concepts are being assessed?
What data can be collected from this assessment opportunity?
How could you collect data?
What will this formative assessment opportunity tell you about student understanding?
Formative assessment and differentiation
Modeling Matter
43© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
Formative assessment and differentiation cont.
Step 2: Reflecting on differentiated instruction
Based on student responses to embedded formative assessments, you may need to differentiate instruction in the next activity or lesson. Differentiated instruction is a powerful classroom practice that recognizes that students bring a wide variety of skills, talents, and needs to their daily learning. When you differentiate instruction, it enables you to address varying degrees of proficiency and skill while also meeting identifiable differences in learning styles and interests. There are various ways to differentiate instruction—what you teach, how you teach, and/or how students demonstrate their learning.
How do you currently respond to students’ needs, styles, or interests in your classroom?
44 Amplify Science © 2018 The Regents of the University of California
Step 3a: Determine strategies to differentiate instruction
First, let’s read about the variety of differentiation strategies which are embedded in the Amplify Science curriculum. Follow the steps below to access the Program Guide:
• Navigate to the Science Program Guide using the Global Navigation Bar. • Select Access and Equity.• Choose Differentiation Strategies. • Explore the description and associated strategies for the student groups listed. • Use the space below to record strategies you could use to differentiate instruction for each group of students.
Student population Strategies for support
English learners
Students with disabilities
Standard English learners
Girls and young women
Advanced learners and gifted learners
Students living in poverty, foster children and youth, and migrant students
Step 3b: Review Lesson Brief
Navigate to the 1.6 Lesson Brief and select the drop-down arrow to expand the Differentiation section. Read the Embedded Supports for Diverse Learners. Are there any additional strategies noted in this brief that you would like to capture in the table above?
Formative assessment and differentiation cont.
45© 2018 The Regents of the University of California
Grade 5 Modeling Matter Participant Notebook
Step 4: Preparing to differentiate
Now it’s time to draft a plan to implement differentiated instruction.
What is one strategy you just reviewed and/or recorded which you feel most comfortable implementing after the next embedded formative assessment opportunity?
How will you prepare your students for the implementation of this new strategy? (Ex: Expected student behavior for group work, step-by-step directions)
How will you prepare your classroom for the implementation of this new strategy? (Ex: Classroom arrangement, organizing materials)
Formative assessment and differentiation cont.
46 Amplify Science © 2018 The Regents of the University of California
Preparing to teach
Directions:1. Navigate to the Chapter 1 landing page in the Teacher’s Guide and read the Chapter Overview.
2. Navigate to Lesson 1.1 and use the table below to guide your planning.
Consider Read
Lesson Purpose
• What is the purpose of the lesson?
• How do the activities in this lesson fit together to support students in achieving this purpose?
Lesson Brief:
• Overview
• Standards
Preparing
• What materials do you need to prepare?
• Is there anything you will need to project?
• Will students need digital devices?
• Are there partner or grouping structures you need to plan for?
• Are there activities you need to practice before showing students?
• Are there space considerations to think about (e.g., outside observation, projections, whole-group floor space)?
• Are there documents in Digital Resources that you need to review (e.g., Assessment Guide)?
Lesson Brief:
• Materials and Preparation
• Unplugged
• Digital Resources
Timing
• How will teaching this lesson fit into your class schedule?
• Will you need to break the lesson into activities over several days?
Teaching the Lesson
• Are there specific steps you have questions about?
• What challenges might you encounter in teaching this lesson, and how might you address these challenges?
Lesson Brief:
• Lesson at a Glance
Instructional Guide:
• Step-by-Step tab
• Teacher Support tab
Supports and Challenges
• What might be challenging for your students?
• What additional supports can you plan for individual students?
Lesson Brief:
• Differentiation
Instructional Guide:
• Teacher Support tab
*If you have additional time, continue planning with Lesson 1.2.
47
Three dimensions of NYSSLS reference
3-D learning engages students in using scientific and engineering practices and applying
crosscutting concepts as tools to develop understanding of and solve challenging
problems related to disciplinary core ideas.
Earth and Space Sciences:ESS1: Earth’s Place in the
UniverseESS2: Earth’s SystemsESS3: Earth and Human Activity
Life Sciences:LS1: From Molecules to
OrganismsLS2: EcosystemsLS3: HeredityLS4: Biological Evolution
Physical Sciences:PS1: Matter and its InteractionsPS2: Motion and StabilityPS3: Energy PS4: Waves and their
Applications
Engineering, Technology and the Applications of Science:ETS1: Engineering DesignETS2: Links among Engineering
Technology, Science and Society
1. Patterns
2. Cause and Effect
3. Scale, Proportion, and Quantity
4. Systems and System Models
5. Energy and Matter
6. Structure and Function
7. Stability and Change
1. Asking Questions and Defining Problems
2. Developing and Using Models
3. Planning and Carrying Out Investigations
4. Analyzing and Interpreting Data
5. Using Mathematics and Computational Thinking
6. Constructing Explanations and Designing Solutions
7. Engaging in Argument from Evidence
8. Obtaining, Evaluating, and Communicating Information
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
48 Amplify Science © 2018 The Regents of the University of California
Amplify Support
Program GuideGlean additional insight into the program’s structure, intent, philosophies, supports, and flexibility.my.amplify.com/programguide
Amplify HelpFind lots of advice and answers from the Amplify team. my.amplify.com/help
Customer careSeek information specific to enrollment and rosters, technical support, materials and kits, and teaching support, weekdays 7AM-7PM EST.
800-823-1969
Amplify Chat
When contacting customer care, be sure to:
• Identify yourself as an Amplify Science user.
• Note the unit you are teaching.
• Note the type of device you are using (Chromebook, iPad, Windows laptop, etc.).
• Note the web browser you are using (Chrome or Safari).
• Include a screenshot of the problem, if possible.
• Cc: your district or site IT contact.
49© 2018 The Regents of the University of California
Notes
Grade 5 Modeling Matter Participant Notebook
50 Amplify Science © 2018 The Regents of the University of California
Notes
51© 2018 The Regents of the University of California
Notes
Grade 5 Modeling Matter Participant Notebook
52 Amplify Science © 2018 The Regents of the University of California